Period 2 Function and
Integrating skills
Target language 目标语言
1. Words and phrases生词和短语
peel, cut, pour, cut up, turn on, pour ... into, boil, add, add ... up, mix ... up, finally
2. Key sentences重点句子
(1) How do you make a banana milk shake?
First, peel the bananas and cut them up.
Then put the milk into the blender ...
First ... next ... then ... finally ...
(2) How do you make fruit salad?
(3) How do you make popcorn?
Ability goals 能力目标
Learn the adverbs of procedure: first, next, after that, then, finally etc.
Talk about making food.
Learning ability goals 学能目标
Help the students learn how to describe a process with the target language.
Teaching important and difficult points 教学重难点
Describe the process of making something.
Teaching aids 教具准备
CAI or lantern slides, stick figures, tape recording.
Teaching procedures and ways 教学过程与方式
Step I Verbs and instructions (Section A: 1a, 1b)
Talk about the picture on page 41.
T: Look at the picture carefully. What can you see? What are the boys doing?
First have some individuals answer the question.
Clue: The picture shows some actions.
Then help students to learn the meanings of the following verbs and verb phrases:
peel, cut, pour, cut up, turn on, pour ... into, boil, add, add ... up, mix ... up
Then let students do activity 1a.
Check the answers and let them remember the actions:
A. Drink the milk shake
B. Pour the milk into the blender
C. Peel the bananas
D. Cut up the bananas
E. Turn on the blender
F. Put the bananas and ice cream in the blender
T: From the picture, can you guess what they are doing?
Ss: They’re making a banana milk shake.
T: Yeah, you are clever. They are making smoothie.
Then deal with the listening activity 1b. This activity gives students practice in understanding the target language in spoken conversation, especially students’ ability of solving and analyzing information.
T: Now let’s do some listening. It’s about some instructions of making a banana milk shake. First read the list of actions in activity 1b before listening.
Ss: (Read)
T: Do you know how to make banana milk shake? Can you put these instructions in correct order? ... Now listen to the conversation, number the instructions in the correct order.
Play the recording. Students listen and number the instructions.
Play the tape again. Students listen and check the answers.
Step II Pairwork (Section A: 1c)
T: Do you know how to make a banana milk shake now?
Ss: Yes.
Present the conversation with an individual as a model.
T: How do you make a banana milk shake, Xiao Li?
L: Peel the bananas, cut up the bananas, put the bananas and ice cream into the blender ...
Then let students practice the conversation in pairs without looking at the instructions.
Step III Writing (Section A: 3a)
This activity provides reading and writing practice using the target language.
T: Now let’s move on to 3a on page 43. First look at the picture carefully and answer my question: What are the girl and the woman doing?
Ss: They are making fruit salad.
T: What ingredients can you see in the picture?
Ss: Apples, bananas, watermelon, honey and yogurt.
T: In the box, there are four words. Now read together. (...) We can use these words to describe a process. They tell the order of instructions. Which word always comes first?
Ss: First.
Ask students to put number 1 next to the word “first”. Then ask them to number the other three words to show the order they appear in a process.
Clue: first → next → then → finally
T: Now please write these words in the blanks.
Check the answers.
Ask a pair to read the conversation to the class.
Step IV Consolidation (Section A: 3b)
This activity provides guided oral practice using the target language.
T: Next we will make another kind of food. Kids in America like that very much. I think you like it, too.
Show a picture of popcorn.
T: Look at my picture please. Do you like it? (...) I like it, too. It tastes delicious. Now let’s go over some new words about the delicious food first.
Show the following on the screen and let students repeat.
|
bowl n. 碗；钵
mix n. 混合物
mix up混合在一起
popcorn n. 玉米花
popper n. 爆米花机
sauce n. 调味汁；酱油
salt n. 盐 |
T: Now look at the pictures in activity 3b on page 43. Can you tell me what is happening in Picture 1?
S: One of the boys puts the popcorn into the popper.
T: How about Picture 2? What do they do?
S: They turn on the popper.
Deal with Pictures 3, 4, 5 in the same way.
T: Now you can work with a partner. Tell your partner how to make popcorn.
Then ask one or two students to tell the class how to make popcorn.
Sample process of making popcorn:
First, put the popcorn into the popper.
Next, turn on the popper.
Then, pour the popcorn into the bowl.
After that, put some salt on the popcorn.
Finally, enjoy it!
Step V Game (Section A: 4)
This activity provides listening, speaking, reading, and writing practice using the target language.
T: Now let’s play a game. Get into group of four or six.
Help students form teams and read the instructions to the class.
T: Now listen to me carefully and clearly. First decide on a dish or food your group members all like. Then work out a recipe for it and write it down. Use the words first, next, then, and finally in your recipe.
As the groups work on their recipes, move around the room checking their work. Help with names and amounts of ingredients as well as names of kitchen items. Also help students keep the vocabulary as simple as possible, using words that the class already know.
Remind them to write each instruction on a separate line.
T: Now cut your recipe up. And exchange it with another group. Then put the recipe you get in order. Are you clear?
A few minutes later, ask the groups to check each other’s work. In the end, ask some groups to read their recipes to the class. Vote for the most creative food.
Step VI Summary and Homework
T: This class we have learned how to make a banana milk shake, how to make fruit salad and how to make popcorn. We also learned how to describe a process by using “first, next, then and finally”. I hope you can make these foods at home by yourselves. It will be fun.
Homework:
Search for information about the eating habits and culture in western countries.